Causas de Abando e Decisoes do Estudante Relativas ao Abandono de Estudos no Ensino Superior em uma Universidade no Brazil

• In Event: Precarious positions: Evasão dos estudantes nas Américas

Abstract

Higher education institutions struggle with the challenges of providing an environment conducive for student success. Theory (Spady, 1971, Tinto, 1977, Soares, et.al., 2014) infers that there are many factors that influence students’ satisfaction in order to provide a supportive environment which in turn reduces attrition rates, and promotes persistence. Thus, the purpose of this study is to identify predictors that differentiate between undergraduate students who complete their course of study and those that abandon the course before completion. The paper considers student demographic, perception, satisfaction, and attitudes surrounding the campus environment and their educational and extracurricular activities. The sample for this study was obtained from a questionnaire administered to 553 students by a private institution in Brazil. The students were drawn by a random sample of students who left the institution in 2013. We found that 205 students concluded their course and 327 students left the institution before completing their course; 21 student refused to complete the questionnaire. Using Discriminate Analysis and checking the results using a chi-square test we found 10 variables there were significantly different between concluders (stayers) and those that left the institution before completion (leavers). The study found no noticeable differences between satisfaction between the persisters and the leavers. However, we did find that students who adapted to the university environment, both academically and socially tend to complete their course. Those who did not were more likely to leave before completion. The study discusses these variables and the implications derived from applying existing persistence theory.

Authors

• James E Cofer, Missouri State University

• Patricia Somers, University of Texas/Austin

• Bettina Steren dos Santos, Pontifícia Universidade Católica do Rio Grande do Sul